Young Exceptional Children Analysis
Assessment and Inclusion of Young Exceptional Children in Hong Kong; missing links
Marc’s is playing alone yet again, Ms May has been observing his curious behavior for quite some time now. Playing alone with the blocks during the free play, Marc tends to get distracted repeatedly and loses his focus easily. He keeps on rubbing his hands and Ms May tries to get his attention by calling his name. However, Marc keeps on avoiding any direct eye contact with the teacher Ms. May, touches his hands gently to get his attention and encourages other children to play with him. Marc smiles at them but is not willing to share the toys or interact much. In the afternoon, Ms May informed the class about the picnic to the insect house. Children became very …show more content…
Assessment and the whole process in the context of creating inclusive institutions, attains a pivotal role (Neisworth and Baganto,) in terms of inclusion or exclusion for related support mechanisms to enhance inclusivity for the needy children. The key question remains assessment for what? Since a large focus in many cases is placed on diagnosis and labelling rather than targeted intervention as a transformative process towards inclusion (Niesworth and Baganto, 2006), it is important to evaluate the inclusivity of assessment in the context of Hong Kong early childhood …show more content…
In 1990 Americans with Disability Act (ADA) was passed, to reflect the inclusion philosophy at all levels (Poon-McBrayer, 2011).
Even though the rights of children were recognized by the United Nations (UN) as early as 1959 when the Declaration of Rights of the Child was passed (Hardin and Hung, 2011), yet it was the Salamanca statement and Framework for action in passed in 1994, in Spain (UNESCO, 1994 ). It paved a broader policy framework towards inclusive education by affirming the right to education for all children in inclusive institutions that accept all children irrespective of their diverse backgrounds or abilities (UNESCO 1994; Poon-McBrayer,
Marc’s is playing alone yet again, Ms May has been observing his curious behavior for quite some time now. Playing alone with the blocks during the free play, Marc tends to get distracted repeatedly and loses his focus easily. He keeps on rubbing his hands and Ms May tries to get his attention by calling his name. However, Marc keeps on avoiding any direct eye contact with the teacher Ms. May, touches his hands gently to get his attention and encourages other children to play with him. Marc smiles at them but is not willing to share the toys or interact much. In the afternoon, Ms May informed the class about the picnic to the insect house. Children became very …show more content…
Assessment and the whole process in the context of creating inclusive institutions, attains a pivotal role (Neisworth and Baganto,) in terms of inclusion or exclusion for related support mechanisms to enhance inclusivity for the needy children. The key question remains assessment for what? Since a large focus in many cases is placed on diagnosis and labelling rather than targeted intervention as a transformative process towards inclusion (Niesworth and Baganto, 2006), it is important to evaluate the inclusivity of assessment in the context of Hong Kong early childhood …show more content…
In 1990 Americans with Disability Act (ADA) was passed, to reflect the inclusion philosophy at all levels (Poon-McBrayer, 2011).
Even though the rights of children were recognized by the United Nations (UN) as early as 1959 when the Declaration of Rights of the Child was passed (Hardin and Hung, 2011), yet it was the Salamanca statement and Framework for action in passed in 1994, in Spain (UNESCO, 1994 ). It paved a broader policy framework towards inclusive education by affirming the right to education for all children in inclusive institutions that accept all children irrespective of their diverse backgrounds or abilities (UNESCO 1994; Poon-McBrayer,